In this paper, we describe the design and preliminary evaluation of a hybrid desktop-handheld system developed to support individuals with aphasia, a disorder which impairs the ability to speak, read, write, or understand language. The system allows its users to develop speech communication through images and sound on a desktop computer and download this speech to a mobile device that can then support communication outside the home. Using a desktop computer for input addresses some of this population's difficulties interacting with handheld devices, while the mobile device addresses stigma and portability issues. A modified participatory design approach was used in which proxies, that is, speech-language pathologists who work with aphasic individuals, assumed the role normally filled by users. This was done because of the difficulties in communicating with the target population and the high variability in aphasic disorders. In addition, the paper presents a case study of the proxy-use participatory design process that illustrates how different interview techniques resulted in different user feedback.

Aphasia is a cognitive disorder that impairs speech and language. From interviews with aphasic individuals, their caregivers, and speech-language pathologists, the need was identified for a daily planner that allows aphasic users to independently manage their appointments. We used a participatory design approach to develop ESI Planner (the Enhanced with Sound and Images Planner) for use on a PDA and subsequently evaluated it in a lab study. This methodology was used in order to achieve both usable and adoptable technology. In addition to describing our experience in designing ESI Planner, two main contributions are provided: general guidelines for working with special populations in the development of technology, and design guidelines for accessible handheld technology.

This paper explores a number of HCI research issues in the context of the Aphasia Project, a recently established project on the design of assistive technology for aphasic individuals. Key issues include the problems of achieving effective design and evaluation for a user population with an extremely high degree of variance, and user-centered design for a user population with significant communication impairments. We describe the Aphasia Project and our initial approaches to dealing with these issues. Similar issues arise in many areas of assistive technology, so we expect our paper to be of general interest to the research community.

This research investigates the role of interface manipulation style on reflective cognition and concept learning through a comparison of the effectiveness of three versions of a software application for learning two-dimensional transformation geometry. The three versions respectively utilize a Direct Object Manipulation (DOM) interface in which the user manipulates the visual representation of objects being transformed; a Direct Concept Manipulation (DCM) interface in which the user manipulates the visual representation of the transformation being applied to the object; and a Reflective Direct Concept Manipulation (RDCM) interface in which the DCM approach is extended with scaffolding. Empirical results of a study showed that grade-6 students using the RDCM version learned significantly more than those using the DCM version, who is turn learned significantly more than those using the DOM version. Students using the RDCM version had to process information consciously and think harder than those using the DCM and DOM versions. Despite the relative difficulty when using the RDCM interface style, all three groups expressed a similar (positive) level of liking for the software. This research suggests that some of the educational deficiencies of Direct Manipulation (DM) interfaces are not necessarily caused by their "directness," but by what they are directed at -- in this case directness toward objects rather than embedded educational concepts being learned. This paper furthers our understanding of how the DM metaphor can be used in learning- and knowledge-centered software (i.e., learnware) by proposing a new DM metaphor (i.e., DCM), and the incorporation of scaffolding to enhance the DCM approach to promote reflective cognition and deep learning.

Over the last few years, interest has surged in developing edutainment software, namely applications that possess the allure of electronic games while achieving educational goals. While success seems to have been achieved fairly easily for some of the more straightforward educational tasks such as math drills and learning the alphabet, combining the attractions of entertainment with the effective learning of more sophisticated concepts remains a significant challenge, with few clear successes so far. Little is known about some of the most basic issues, such as which user interfaces, formats, navigational structures, etc. work well with specific educational content'? Which activities are attractive to most girls? to most boys? What are the most effective ways of using these materials in schools? in homes'? This talk describes ongoing research on these issues in the E-GEMS project, a collaborative effort by computer scientists, education specialists, teachers, and professional game developers.